Unit 5 Learning from Nature-Using language 教案-2025-2026学年高中英语外研版选择性必修第三册

Unit 5 Learning from Nature-Using language 教学目标和重难点 1. 教学目标 Language Ability: Master non-finite forms and topic-related vocabulary, and use them in listening, speaking, reading and writing. Cultural Awareness: Understand the connection between Chinese traditional culture (e.g., 24 Solar Terms, Five-Animal Games) and nature, and cultivate the concept of harmony between humans and nature. Thinking Quality: Develop logical thinking through grammar induction and critical thinking through theme discussion. Learning Ability: Form autonomous and cooperative learning habits by completing interactive tasks and summarizing learning methods. 2. 教学重难点 Key Points: Master the usage of non-finite forms (gerund and infinitive) as subject, object and predicative; grasp core vocabulary such as inspire, employ and wisdom, and topic-related phrases. Difficult Points: Distinguish the differences between gerund and infinitive as subject, object and predicative in specific contexts; flexibly use non-finite forms in practical communication and writing; deeply understand the theme of learning from nature and express personal views logically. 教学过程 Step 1: Lead-in (Warm-up & Activation) Activity 1: Theme-related Discussion The teacher starts the class with a question: “What inventions around us are inspired by nature?” Then, show students pictures of inventions such as bullet trains (inspired by birds), submarines (inspired by dolphins), and solar panels (inspired by leaves). Guide students to discuss in pairs for a few minutes, and invite 2-3 groups to share their ideas. After that, the teacher summarizes: “Nature is a great teacher, and many human inventions and creations come from learning from nature. Today, we will learn Using language of Unit 5, which will help us master relevant grammar and express our views on this theme better.” Design Intention: This activity closely connects with the unit theme “Learning from Nature”, activates students’ prior knowledge and life experience, and stimulates their learning interest. By discussing familiar inventions, students can quickly enter the learning state and lay a foundation for the subsequent grammar and vocabulary learning. At the same time, it helps students initially perceive the connection between nature and human society, laying a foundation for the cultivation of cultural awareness and thinking quality. Activity 2: Vocabulary Preview Check The teacher presents the core vocabulary of this section on the screen, including inspire (v.), inspiration (n.), employ (v.), employer (n.), employee (n.), wisdom (n.), wise (adj.), and phrases such as take inspiration from, be employed in, go back to. Then, ask students to read the words and phrases aloud, correct their pronunciation and stress, and explain the key usages with simple examples. For example, “inspire sb. to do sth.” can be explained with “His speech inspired us to work harder.”; “employ” can be connected with the sentence in the textbook: “The technology is currently employed in tsunami early-warning systems.” After that, conduct a quick matching exercise: match the words with their Chinese meanings, and ask students to answer in turn to check their preview effect. Design Intention: Vocabulary is the foundation of language learning. Preview check helps the teacher grasp students’ mastery of basic vocabulary, and timely corrects pronunciation and usage errors. By combining textbook examples, students can better understand the application of vocabulary in context, avoiding isolated vocabulary memory. This activity lays a solid foundation for the subsequent listening, grammar learning and language practice. Step 2: Listening Practice (Listening Comprehension & Language Input) Activity 1: Pre-listening Prediction The teacher tells students: “We will listen to a passage about Wushu and bionics, which is closely related to learning from nature. Before listening, please look at the pictures on the textbook (Five-Animal Games) and predict: What will the passage talk about?” Guide students to predict from the aspects of the origin of Five-Animal Games, its connection with nature, and its benefits. Then, the teacher briefly introduces: “Five-Animal Games is a traditional Chinese health-preserving exercise created by Hua Tuo, which imitates the movements of tigers, deer, bears, apes and birds. It is a typical example of learning from nature.” Design Intention: Pre-listening prediction is an important listening strategy. It helps students clarify the listening focus, improve listening efficiency, and cultivate their ability to predict information based on visual clues. Introducing Five-Animal Games not only enriches students’ cultural knowledge, but also strengthens the connection between the listening material and the unit theme, helping students better understand the listening content and cultivate cultural awareness. Activity 2: While-listening Comprehension Play the listening material twice. For the first time, ask students to listen carefully and answer the following two questions: 1. Who created Five-Animal Games? 2. What is the purpose of Five-Animal Games? After listening, invite students to answer, and the teacher checks and corrects. For the second time, ask students to listen again and fill in the blanks in the listening task on the textbook. The blanks mainly involve core vocabulary and key sentences, such as “inspired by”, “employ”, “wisdom”, and non-finite forms. After filling in, the teacher checks the answers together with students, explains the difficult points in the blanks, and emphasizes the usage of related words and sentence structures. Design Intention: Listening twice with different tasks helps students gradually deepen their understanding of the listening material. The first listening focuses on the main idea and key information, training students’ ability to grasp the overall content; the second listening focuses on details and language points, combining listening practice with vocabulary and grammar learning. This not only improves students’ listening ability, but also lays a foundation for the subsequent grammar teaching. Activity 3: Post-listening Retelling Divide students into groups of 4. Ask each group to retell the listening content with the help of the filled blanks and key words. The teacher gives a few guiding questions: “When was Five-Animal Games created? Who created it? What does it imitate? What are its benefits?” Each group selects a representative to retell in front of the class. The teacher comments on their retelling, focusing on the accuracy of vocabulary and sentence structures, and encourages students to use the phrases and non-finite forms they have just learned. Design Intention: Retelling is an effective way to consolidate listening input and improve oral expression ability. By retelling in groups, students can strengthen their memory of the listening content and related language points, and exercise their ability to organize language and express ideas. Group cooperation also helps cultivate students’ cooperative learning ability and communication ability, which is in line with the requirements of learning ability cultivation. Step 3: Grammar Teaching (Non-finite Forms as Subject, Object and Predicative) Activity 1: Presenting Grammar through Text Examples The teacher presents several typical sentences from the textbook and listening material on the screen, focusing on non-finite forms (gerund and infinitive) as subject, object and predicative: 1. Drawing inspiration from nature is a tradition that goes back centuries. (Gerund as subject) 2. We advocate going back to nature. (Gerund as object) 3. The aim of the Romantics was to break with the ideals of the 18th century. (Infinitive as predicative) 4. It is important for us to learn from nature. (Infinitive as real subject, it as formal subject) 5. He refused to follow rigid rules. (Infinitive as object) Then, guide students to observe these sentences in groups, discuss the following questions: 1. What are the forms of non-finite forms in these sentences? (Gerund: doing; Infinitive: to do) 2. What positions do they occupy in the sentences? (Subject, object, predicative) 3. What are the differences between gerund and infinitive when they are used as subject, object and predicative? After the discussion, the teacher summarizes the usage of non-finite forms as subject, object and predicative: 1. Gerund as subject: It usually expresses general, abstract or habitual actions, and can use it as formal subject in some fixed structures (e.g., It is no use doing...). 2. Infinitive as subject: It usually expresses specific, one-time or future actions, and often uses it as formal subject (e.g., It is important for sb. to do...). 3. Gerund as object: It is often used after some verbs (e.g., avoid, miss, suggest, advocate, enjoy). 4. Infinitive as object: It is often used after some verbs (e.g., want, hope, decide, refuse, manage). 5. Non-finite forms as predicative: Gerund usually expresses the nature or state of the subject, while infinitive usually expresses the purpose or result of the subject. Design Intention: Presenting grammar through textbook examples makes grammar learning closely connected with the unit theme and context, avoiding isolated grammar explanation. Guiding students to observe and discuss independently helps cultivate their logical thinking ability and autonomous learning ability. The teacher’s summary helps students sort out the grammar rules systematically, laying a foundation for their flexible application. Activity 2: Grammar Practice (Controlled Practice) The teacher designs controlled practice tasks to help students consolidate the grammar rules. Task 1: Fill in the blanks with the correct form of the given verbs (gerund or infinitive). 1. ______ (learn) to think critically is an important skill for students. 2. He suggested ______ (hold) a meeting to discuss the problem. 3. My goal is ______ (improve) my English listening ability. 4. It is no use ______ (complain) about the bad weather. 5. She decided ______ (take) part in the English competition. After students finish, the teacher checks the answers, explains the difficult points, and emphasizes the usage of related verbs and structures. Task 2: Error Correction. Present several wrong sentences related to non-finite forms, and ask students to find and correct the errors. For example: 1. It is important for us learning English well. (Correct: to learn) 2. He enjoys to read books in his spare time. (Correct: reading) 3. My dream is become a teacher. (Correct: to become) This task helps students find and correct common mistakes in the use of non-finite forms, further consolidating their mastery of grammar rules. Design Intention: Controlled practice is an important link in grammar learning. It helps students apply grammar rules in a targeted manner, consolidate the learned knowledge, and find their own mistakes in time. The design of fill-in-the-blank and error correction tasks is closely combined with the grammar rules just learned, which is conducive to students’ in-depth understanding and mastery of non-finite forms. Activity 3: Grammar Application (Semi-controlled Practice) Divide students into groups of 3-4. Give each group a topic related to “Learning from Nature”, such as “How can we learn from nature in daily life?”, “What inventions inspired by nature do you know?”, “The importance of learning from nature”. Ask students to discuss the topic and make 5-6 sentences using non-finite forms as subject, object and predicative. For example: 1. Protecting nature is our responsibility. (Gerund as subject) 2. We should try to learn from nature’s wisdom. (Infinitive as object) 3. One of the ways to protect the environment is to learn from nature. (Infinitive as predicative) Each group writes down their sentences and selects a representative to share them with the class. The teacher comments on their sentences, focusing on the correct use of non-finite forms and the appropriateness of the content, and gives positive feedback and guidance. For students who make mistakes, the teacher guides them to correct them by themselves, and encourages students to use different sentence structures. Design Intention: Semi-controlled practice connects grammar learning with theme discussion, making grammar learning more practical and meaningful. By discussing the unit theme and using non-finite forms to express ideas, students can not only consolidate grammar knowledge, but also improve their oral expression ability and logical thinking ability. Group cooperation also helps cultivate students’ cooperative learning ability and communication ability. Step 4: Reading & Writing Practice (Integrated Language Application) Activity 1: Reading Comprehension (Theme-related Passage) The teacher presents a short passage about the 24 Solar Terms, which is closely related to the unit theme and grammar points. The passage mainly introduces the origin, function and cultural significance of the 24 Solar Terms, and contains a lot of non-finite forms as subject, object and predicative. Ask students to read the passage carefully and complete the following tasks: 1. Read for the main idea: What is the passage mainly about? 2. Read for details: What is the origin of the 24 Solar Terms? What functions do they have? 3. Identify the non-finite forms in the passage and mark their functions (subject, object, predicative). After students finish, the teacher checks the answers, explains the difficult sentences in the passage, and focuses on the use of non-finite forms. Then, guide students to read the passage aloud, paying attention to the pronunciation, intonation and the logical connection of the passage. Finally, ask students to summarize the passage in 2-3 sentences, using the non-finite forms they have learned. Design Intention: This activity integrates reading comprehension with grammar consolidation and theme learning. The passage about the 24 Solar Terms not only enriches students’ cultural knowledge, but also provides a context for the application of non-finite forms. By completing reading tasks and summarizing the passage, students can improve their reading ability, consolidate grammar knowledge, and deepen their understanding of the unit theme. Reading aloud helps students improve their pronunciation and intonation, and enhance their sense of language. Activity 2: Writing Practice (Theme-related Short Passage) The teacher assigns a writing task: Write a short passage (80-100 words) about “Learning from Nature”, requiring students to use at least 3 non-finite forms as subject, object and predicative, and use the core vocabulary and phrases learned in this section (e.g., inspire, wisdom, take inspiration from, employ). Before writing, the teacher gives a writing outline to guide students: 1. Introduction: The importance of learning from nature. 2. Body: Give one or two examples of learning from nature (e.g., Five-Animal Games, 24 Solar Terms, inventions inspired by nature). 3. Conclusion: Express your own views on learning from nature. Students write independently. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties, such as how to use non-finite forms correctly, how to organize the content logically, and how to use vocabulary appropriately. After students finish writing, ask several students to hand in their compositions and display them on the screen. The teacher comments on the compositions together with students, focusing on the correct use of non-finite forms, the richness of content, the logicality of structure and the accuracy of vocabulary. Then, students revise their own compositions according to the comments. Design Intention: Writing practice is an important way to test students’ comprehensive language ability. The theme-related writing task connects grammar, vocabulary and theme learning, enabling students to apply the learned knowledge in practical writing. The writing outline helps students organize their ideas and improve the logicality of their compositions. Teacher’s guidance and comment help students find their own problems and improve their writing ability. Revising compositions helps students consolidate their learning and improve their ability to reflect and correct mistakes. Step 5: Summary & Extension (Consolidation & Migration) Activity 1: Class Summary Invite students to summarize what they have learned in this class, including core vocabulary, grammar rules (non-finite forms as subject, object and predicative), listening and writing skills, and the understanding of the unit theme. Then, the teacher makes a comprehensive summary: In this class, we have learned the usage of non-finite forms as subject, object and predicative, mastered some core vocabulary and phrases related to learning from nature, completed listening and writing practice, and deepened our understanding of the theme “Learning from Nature”. We should remember that nature is our teacher, and we should learn from nature’s wisdom and live in harmony with nature. Design Intention: Letting students summarize independently helps cultivate their ability to sort out and summarize knowledge, and strengthen their memory of the learned content. The teacher’s summary helps students form a systematic knowledge framework, and further emphasizes the unit theme, guiding students to establish the concept of harmony between humans and nature, and realizing the cultivation of cultural awareness. Activity 2: After-class Extension Assign after-class tasks to help students consolidate and extend the knowledge learned in class: 1. Review the grammar rules and core vocabulary learned in this class, and finish the grammar exercises on the textbook. 2. Search for more examples of inventions inspired by nature, and write a short introduction (about 50 words) for each example, using non-finite forms. 3. Listen to the listening material again and retell it to your partner. 4. Read more passages about the 24 Solar Terms or Five-Animal Games to enrich your cultural knowledge. Design Intention: After-class extension tasks are an important supplement to classroom teaching. They help students consolidate the knowledge learned in class, extend their learning content, and improve their autonomous learning ability. The tasks are closely related to the unit theme and language points, and integrate listening, speaking, reading and writing, which is conducive to the comprehensive improvement of students’ language ability. At the same time, searching for relevant materials helps students deepen their understanding of the theme and enrich their cultural knowledge. Activity 3: Emotional Education & Value Guidance The teacher ends the class with a short speech: “Nature is full of wisdom and inspiration. From the 24 Solar Terms created by ancient Chinese farmers to the modern inventions inspired by animals and plants, humans have been learning from nature and making progress. In today’s world, environmental problems are becoming more and more serious. It is our responsibility to protect nature, learn from nature’s wisdom, and build a harmonious relationship between humans and nature. Let’s take action together to protect our common home.” Design Intention: This activity integrates emotional education and value guidance into language teaching, helping students establish the concept of protecting nature and living in harmony with nature, and realizing the cultivation of cultural awareness and social responsibility. It also makes the teaching content more meaningful, guiding students to apply the learned knowledge to real life and form positive values. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $